A Tale of Three Cities: Thebes, Babylon, and Alexandria

The interface of the “scientific tradition” of mathematics with the traditions of American elementary education has grown in the past 200 years with state curriculum standards currently a highpoint of interactions. Episodes from the history of measure number provide a perspective suggesting current standards regarding the teaching of common fraction in American schools might be a bit wrongheaded and in need of reconsideration. Deeply rooted traditions are stubborn things, but the historical perspective provides clues for new directions.